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Use of the Picture Book in Teaching Mathematics and Serbian Language
learning disabilities. Almost every picture book, if carefully chosen, is able
to achieve this function, primarily due to the fact that picture book content
brings the learning context to life, which means a lot to children with learning
disabilities. In addition, the child develops speech, enriches and expands his
active vocabulary, learns new concepts through unobtrusive content which
reminds children of the games they enjoyed in their pre-school period.
The paper presents only preliminary considerations related to the use of
the picture book in teaching children who exhibit learning disabilities. Of
course, the picture book can be used to work with other children as well. We
hope that this paper will encourage other researchers to study the role of
the picture book and its contribution to teaching children, both those with
learning disabilities and those without them, to examine the limitations of
this approach and teachers’ experiences in its application.
Acknowledgements
This paper is a part of the project Teaching and Learning: Problems, Goals and
Perspectives, No. 179026, the holder is the Teacher Training Faculty in Užice,
financed by the Ministry of Education and science of the Republic Serbia.
References
Bader, Barbara. 1976. American Picturebooks from Noah’s Ark to the Beast Within.
New York: Macmillan.
Brock, Avril, and Carolynn Rankin. 2008. Communication, Language and Literacy
from Birth to Five. London: Sage.
Casey, Beth M., Nicole Andrews, Holly Schindler, Joane E. Kersh, Alexandra Sam-
per, and Juanita Copley. 2008. ‘The Development of Spatial Skills through
Interventions Involving Block Building Activities.’ Cognition and Instruction
26 (3): 269–309.
Cobb, Paul. 1994. ‘Where is the Mind? Constructivist and Sociocultural Perspec-
tives on Mathematical Development.’ Educational Researcher 23 (1): 13–20.
Conti-Ramsden, Gina, and Kevin Durkin. 2008. ‘Language and Independence in
Adolescents with and without a History of Specific Language Impairment
(SLI).’ Journal of Speech, Language and Hearing Research 51 (1): 70–83.
Čačko, Peter. 2000. ‘Slikovnica, njezina definicija i funkcije.’ In Kakva je knjiga
slikovnica, edited by Ranka Javor, 12–16. Zagreb: Knjižnice grada Zagreba.
Dickinson, David, and Patton Tabors. 2001. Beginning Literacy with Language:
Young Children Learning at Home and School. Baltimore, MD: Brookes.
Fletcher, Jack, Lyon Reid, Lynn Fuchs, and Marcia Barnes. 2006. Learning Dis-
abilities: From Identification to Intervention. New York: Guilford.
Geary, David C. 2004. ‘Mathematics and Learning Disabilities.’ Journal of Learn-
ing Disabilities 37 (1): 4–15.
409
learning disabilities. Almost every picture book, if carefully chosen, is able
to achieve this function, primarily due to the fact that picture book content
brings the learning context to life, which means a lot to children with learning
disabilities. In addition, the child develops speech, enriches and expands his
active vocabulary, learns new concepts through unobtrusive content which
reminds children of the games they enjoyed in their pre-school period.
The paper presents only preliminary considerations related to the use of
the picture book in teaching children who exhibit learning disabilities. Of
course, the picture book can be used to work with other children as well. We
hope that this paper will encourage other researchers to study the role of
the picture book and its contribution to teaching children, both those with
learning disabilities and those without them, to examine the limitations of
this approach and teachers’ experiences in its application.
Acknowledgements
This paper is a part of the project Teaching and Learning: Problems, Goals and
Perspectives, No. 179026, the holder is the Teacher Training Faculty in Užice,
financed by the Ministry of Education and science of the Republic Serbia.
References
Bader, Barbara. 1976. American Picturebooks from Noah’s Ark to the Beast Within.
New York: Macmillan.
Brock, Avril, and Carolynn Rankin. 2008. Communication, Language and Literacy
from Birth to Five. London: Sage.
Casey, Beth M., Nicole Andrews, Holly Schindler, Joane E. Kersh, Alexandra Sam-
per, and Juanita Copley. 2008. ‘The Development of Spatial Skills through
Interventions Involving Block Building Activities.’ Cognition and Instruction
26 (3): 269–309.
Cobb, Paul. 1994. ‘Where is the Mind? Constructivist and Sociocultural Perspec-
tives on Mathematical Development.’ Educational Researcher 23 (1): 13–20.
Conti-Ramsden, Gina, and Kevin Durkin. 2008. ‘Language and Independence in
Adolescents with and without a History of Specific Language Impairment
(SLI).’ Journal of Speech, Language and Hearing Research 51 (1): 70–83.
Čačko, Peter. 2000. ‘Slikovnica, njezina definicija i funkcije.’ In Kakva je knjiga
slikovnica, edited by Ranka Javor, 12–16. Zagreb: Knjižnice grada Zagreba.
Dickinson, David, and Patton Tabors. 2001. Beginning Literacy with Language:
Young Children Learning at Home and School. Baltimore, MD: Brookes.
Fletcher, Jack, Lyon Reid, Lynn Fuchs, and Marcia Barnes. 2006. Learning Dis-
abilities: From Identification to Intervention. New York: Guilford.
Geary, David C. 2004. ‘Mathematics and Learning Disabilities.’ Journal of Learn-
ing Disabilities 37 (1): 4–15.
409
